Treatment of Language Disorders in Children, Second Edition (CLI)From Brookes Publishing
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Treatment of Language Disorders in Children, Second Edition (CLI)From Brookes Publishing
Best PDF Ebook Treatment of Language Disorders in Children, Second Edition (CLI)From Brookes Publishing
This second edition provides an overview of effective interventions for targeting language disorders in children for both emerging communication and more advanced language and literacy.
Treatment of Language Disorders in Children, Second Edition (CLI)From Brookes Publishing - Published on: 2016-09-30
- Released on: 2016-09-30
- Original language: English
- Number of items: 1
- Dimensions: .0" h x .0" w x .0" l, .0 pounds
- Binding: Paperback
- 552 pages
Treatment of Language Disorders in Children, Second Edition (CLI)From Brookes Publishing About the Author Dr. McCauley joined the faculty of The Ohio State University in 2008 after 23 years at the University of Vermont. She is an American Speech-Language-Hearing Association Fellow and a Board-Recognized Specialist in Child Language. She has served as an associate editor for the American Journal of Speech-Language-Pathology and has produced four books on child communication disorders in addition to this one. She is currently working on editing a book of this type in the area of autism spectrum disorders with Dean Patricia Prelock of the University of Vermont. Her research focuses on severe speech disorders in children, especially childhood apraxia of speech, and on strategies for understanding and improving clinical practice related to children’s communication disorders.
Marc E. Fey, Ph.D., Professor, Hearing and Speech Department, University of Kansas Medical Center, Mailstop 3039, 3901 Rainbow Boulevard, HC Miller Building, Kansas City, Kansas 66160
Dr. Marc E. Fey is Professor of Hearing and Speech at the University of Kansas Medical Center. He received his Ph.D. from the Department of Audiology and Speech Sciences at Purdue University in 1981. Along with his articles, chapters, and software programs, Dr. Fey has published three books on language intervention. He holds distinguished alumnus status from the University of Georgia, Purdue University, and Wichita State University, as well as the Honors of the American Speech-Language-Hearing Association.
Alan G. Kamhi, Ph.D., is Adjunct Professor in the Department of Communicative Disorders at Northern Illinois University. Since the mid-1970s, he has conducted research on many aspects of developmental speech, language, and reading disorders. He has written several books with Hugh Catts on the connections between language and reading disabilities as well as two books with Karen E. Pollock and Joyce Harris on communication development and disorders in African American speakers. His current research focuses on how to use research and reason to make clinical decisions in the treatment of children with speech, language, and literacy problems. He began a 3-year term as the Language Editor for the Journal of Speech, Language, and Hearing Research in January 2004 and served as Editor of Language, Speech, and Hearing Services in Schools from 1986 to 1992.
Andrea Barton-Hulsey, M.A., CCC-SLP, Speech-Language Pathologist, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia 30302
Ms. Andrea Barton-Hulsey is a doctoral student in Developmental Psychology and a Language and Literacy Fellow at Georgia State University. She has clinical and research experience working with children with developmental disabilities. Her work has focused on providing AAC services and supports to facilitate language and reading development in children.
Ann P. Kaiser, Ph.D., Susan W. Gray Professor of Education and Human Development, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203
Dr. Ann Kaiser is the Susan W. Gray Professor of Education and Human Development at Peabody College of Vanderbilt University. Dr. Kaiser's research focuses on early language interventions for children with developmental disabilities and children at risk due to poverty. She has developed and researched an early communication program to improve the language outcomes for young children with intellectual and developmental disabilities, children with autism, and children at risk due to behavior problems.
Paul J. Yoder, Ph.D., Professor, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203
Dr. Paul Yoder has been studying the transition from prelinguistic to linguistic communication in multiple populations with disabilities for over two decades. He is a co-designer of Milieu Communication Teaching and has contributed to several studies examining the efficacy of this treatment. He teaches methods and measurement at Vanderbilt University.
Elaine Weitzman, M.Ed., Adjunct Professor, Department of Speech-Language Pathology, University of Toronto; Executive Director, The Hanen Centre, 1075 Bay Street, Suite 515, Toronto, ON M5S 2B1, Canada Elaine Weitzman is Executive Director of The Hanen Centre, Toronto, Canada, and Adjunct Professor in the Department of Speech-Language Pathology at the University of Toronto. Ms. Weitzman is coauthor of three resources for caregivers on how to facilitate children’s language and literacy development: It Takes Two to Talk: A Practical Guide for Parents of Children with Language Delays (The Hanen Centre, 2004); Learning Language and Loving It: A Guide to Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings (The Hanen Centre, 2002); and ABC and Beyond: Building Emergent Literacy in Early Childhood Settings (The Hanen Centre, 2010). Her research has focused on the effi cacy of caregiver-implemented early language intervention.
Laura M. Justice is Assistant Professor of Reading and Communication Disorders at the University of Virginia's Curry School of Education, Charlottesville. She directs the Preschool Language and Literacy Lab at the University of Virginia, which conducts basic and applied research on preschool literacy and language development, language disorders, parent-implemented early childhood language and literacy interventions, and classroom-based language and literacy programs for at-risk preschoolers. Dr. Justice's cross-disciplinary research has received awards from the International Reading Association (2001 Distinguished Finalist, Dissertation of the Year), the Council for Exceptional Children (2003 Early Career Award, Division for Research), and the American Speech-Language-Hearing Association (2004 Editor's Award, American Journal of Speech-Language Pathology). She recieved her doctorate in speech and hearing sciences from Ohio University under the mentorship of Dr. Ezell.
Lauren H. Hampton, M.Ed., BCBA, Doctoral Student, Department of Special Education, Peabody College, Vanderbilt University, Nashville, Tennessee 37203
Ms. Lauren Hampton is a doctoral candidate at the Peabody College of Vanderbilt University. Her research focuses on early communication interventions, parent training interventions, and classroom interventions for children with autism. She has over 10 years of experience implementing early interventions for children with autism and their families.
Luigi Girolametto, Ph.D., Professor, Department of Speech-Language Pathology, University of Toronto, 160-500 University Avenue, Toronto, ON M5G 1V7, Canada Luigi Girolametto is a speech-language pathologist and researcher at the University of Toronto. He teaches coursework on child language disorders and language intervention. He has conducted research on parent-focused intervention for late-talking children. His currently funded research focuses on 1) the facilitation of emergent literacy skills and 2) language acquisition in preschoolers who speak more than one language.
MaryAnn Romski, Ph.D., Regents Professor of Communication, Psychology, and Communication Disorders, and Associate Dean for Research and Graduate Studies, College of Arts and Sciences, Georgia State University, P.O. Box 4038, Atlanta, Georgia 30302-4038
Dr. Romski is Regents Professor of Communication, Psychology, and Communication Disorders at Georgia State University and the Associate Dean for Research and Graduate Studies in the College of Arts and Sciences. She is the Director of the Center for Research on Atypical Development and Learning (CRADL) and a founding member of the Area of Focus on Research on Challenges to Acquiring Language & Literacy (RCALL). Dr. Romski is a certified speech-language pathologist with more than 30 years of clinical experience, a Fellow of American Speech Language and Hearing Association (ASHA), the American Association of Intellectual and Developmental Disabilities (AAIDD), and the International Society for Augmentative and Alternative Communication (ISAAC). Her continuously funded research program focuses on the communication development of children with developmental disorders who encounter difficulty speaking, particularly the development and evaluation of computerized communication interventions. Dr. Romski has published 3 books, more than 100 articles and chapters, and has given numerous national and international presentations. She is extending her research in South Africa and China. She serves as Associate Editor for Infants and Young Children and is the past chair of the National Joint Committee (NJC) on the Communication Needs of Individuals with Severe Disabilities and remains AAIDD's representative.
Rose A. Sevcik, Ph.D., Distinguished University Professor, Department of Psychology, Georgia State University, P.O. Box 5010, Atlanta, Georgia 30302
Dr. Sevcik is Distinguished Professor of Psychology and Chair of the Developmental Psychology Doctoral Program. She is the founding co-director of the university's Area of Focus: Research on Challenges to Acquiring Language and Literacy and a member of the Center for Research on Atypical Development and Learning (CRADL). She has made significant contributions to the field of developmental and learning disabilities and language and reading intervention research through more than 100 peer-reviewed publications, chapters, and books and numerous presentations at national and international conferences. She has been an investigator on 12 federally funded projects (NIH, IES) with a long history of working with schools. Dr. Sevcik is a Fellow of the American Speech-Language-Hearing Association and the International Society of Augmentative and Alternative Communication. She also is a Fellow of the American Association on Intellectual and Developmental Disabilities and past President of its Communication Disorders Division. A member of the National Joint Committee on the Communication Needs of Persons with Severe Disabilities, she is also on the Board of Directors for the United States Society for Augmentative and Alternative Communication.
Steven F. Warren, Ph.D., Professor, Speech-Language-Hearing Sciences and Disorders, Dole Human Development Center, University of Kansas, 1000 Sunnyside Avenue, #3045, Lawrence, Kansas 66045
Dr. Steven Warren's research has focused on communication and language development and intervention. Working with various colleagues, Dr. Warren has contributed to the creation of pre-linguistic and milieu intervention approaches. Much of his research has focused on the effect of these intervention approaches and on the role of parenting on moderating the impact of developmental disorders, such as Down syndrome and fragile X Syndrome.
Susan Ellis Weismer, Ph.D., Professor, Department of Communication Sciences and Disorders, Associate Dean, College of Letters and Science, University of Wisconsin— Madison, Waisman Center, 1500 Highland Avenue, Madison, WI 53705 Susan Ellis Weismer is a professor in the Department of Communication Sciences and Disorders, a Waisman Center principal investigator, and an associate dean in the College of Letters and Science at the University of Wisconsin—Madison. She also holds affi liate faculty positions in the Departments of Psychology and Educational Psychology. Her research focuses on understanding the developmental course and mechanisms underlying language disorders in late talkers, children with specifi c language impairment, and children on the autism spectrum. She is a Fellow of the American Speech-Language-Hearing Association, past editor of the Journal of Speech, Language, and Hearing Research, and former member of the National Institutes of Health Language and Communication Study Section grant review panel.
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